ORCID Profile
0000-0002-1854-4108
Current Organisation
Ohio University
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Publisher: Informa UK Limited
Date: 14-04-2020
Publisher: Informa UK Limited
Date: 24-07-2023
Publisher: Informa UK Limited
Date: 22-01-2019
Publisher: Walter de Gruyter GmbH
Date: 03-2019
Abstract: This paper reviews empirical research exploring primary/elementary school aged children movement competence assessment over the twenty year period, 1997-2017. The review occurs within the context of a recent global report into children’s physical activity, sedentary behaviour, and movement competence revealing many children reach adolescence with poor movement competence attainment. A qualitative, narrative review of this extant literature on children’s movement competence research was undertaken. Themes were interpretatively drawn from an examination of the summaries. The number of different test types and protocols used in this field of research complicates the comparison of findings and outcomes of the research. The most common reported upon factor in movement competence was gender. Evidence of an association between movement competence, physical activity intensity and habitual physical activity was found. The sameness of the findings over the past twenty years leads us to suggest that new and novel research methods would enhance understanding in this area, particularly with regards to programs that are successful in moving more children towards movement competence benchmarks.
Publisher: Informa UK Limited
Date: 20-02-2020
Publisher: Informa UK Limited
Date: 25-04-2017
Publisher: Informa UK Limited
Date: 02-08-2017
Publisher: Human Kinetics
Date: 10-2016
Abstract: Research commentary suggests the utilization of Tactical Games Models (TGMs) only exists in isolated instances, particularly where teachers demonstrate true fidelity to these models. In contrast, many academics have adopted TGMs into their courses. Consequently, the purpose of this study was to investigate reasons for this disparity. Participants were 44 academics and 80 physical education teachers. Results showed that academics provided a myriad of reasons why teachers may not use TGMs, although all agreed on the need for increased teacher professional development in TGMs. Physical education teachers’ outlined that numerous competing versions of TGMs was confusing and they required more hands-on ex les of TGMs. Results further highlighted disparities between academics and teachers’ conceptual understanding and pedagogical applications of TGMs. There is a critical need to create improved connections between academics and physical education teachers, which could be achieved through the extended examination of the micropedagogies of teachers practice in TGMs.
Publisher: Informa UK Limited
Date: 25-06-2018
Publisher: Informa UK Limited
Date: 21-01-2013
Publisher: Taylor & Francis
Date: 2013
Publisher: SAGE Publications
Date: 04-10-2016
Abstract: Children’s engagement in physical activity of a vigorous intensity or higher is more effective at promoting cardiorespiratory fitness than moderate physical activity. It remains unclear how higher intensity physical activity varies between days when schoolchildren participate in physical education (PE) and non-PE days. The purpose of this study was to assess how PE contributes to sedentary behaviour and the intensity profile of physical activity accumulated on PE days compared to non-PE days. Fifty-three schoolchildren (36 girls, 11.7 ± 0.3 years) completed five-day minute-by-minute habitual physical activity monitoring using triaxial accelerometers to determine time spent sedentary ( .5 Metabolic Equivalent of Tasks (METs)) and in light (1.5–2.9 METs), moderate (3–5.9 METs), vigorous (6–8.9 METs), hard (9–11.9 METs) and very hard intensity (≥12 METs) physical activity on PE days and non-PE days. Sedentary time was higher on non-PE days than on PE days (mean difference: 62 minutes, p 0.001). Hard and very hard intensity physical activity was significantly higher on PE days compared with non-PE days (mean total difference: 33 minutes, all significant at p 0.001). During the PE lesson, boys spent more time in hard ( p 0.01) and very hard ( p 0.01) physical activity compared to girls. Schoolchildren spent significantly more time in higher intensity physical activity and significantly less time sedentary on PE days than on non-PE days. As well as reducing sedentary behaviour, the opportunity to promote such health-promoting higher intensity physical activity in the school setting warrants further investigation.
Publisher: Palacky University Olomouc
Date: 31-03-2014
DOI: 10.5507/EUJ.2014.001
Publisher: Informa UK Limited
Date: 21-09-2020
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Stephen Harvey.